Archive for the ‘Oral Culture’ Category

Ong Collection Web Site Updated

Tuesday, June 12th, 2007

We’ve updated the Walter J. Ong Collection web site and added a number of items, including

  • A section on Ong’s unfinished book Language as Hermeneutic: A Primer on the Word and Digitization, which includes material from and related to the book;
  • 13 articles and essays published in Saint Louis University publications between 1939-1979;
  • 16 reviews published in Saint Louis University publications between 1940-1984, including Ong’s reviews of Eric Havelock’s Preface to Plato and Brian Stock’s The Implications of Literacy;
  • 2 letters in which Ong explains the development of his interest in orality-literacy studies and Marshall McLuhan’s influence on his work;
  • 6 new lectures, including “The End of the Age of Literacy,” “The Sound-Sight Split in Latin,” “Worship at the End of the Age of Literacy,” and “Orality, Textuality, and Electronics Unlimited”;
  • 6 new images, including two drawings by Ong and a picture of his typewriter; and
  • 17 unpublished articles, notes, and fragments, including a working outline for Orality and Literacy, four fragments removed from The Presence of the Word, and a number of lecture notes from the Language as Hermeneutic course files.

Orality and Literacy as “Awareness”

Tuesday, March 13th, 2007

Among the files of “Oral Remembering and Narrative Structures” (Georgetown University Round Table on Languages and Linguistics, 1981: Analyzing Discourse: Text and Talk. Ed. Deborah Tannen. Washington: Georgetown UP, 1982. 12-24) is an outline for the then in-progress Orality and Literacy. For the book’s introduction, Ong writes:

Not a “movement” nor a set of theories (Russian Formalism, Structuralism, new Criticism) but an awareness. No “school” or canon. Not reductionism, but relationism.

On Ong’s “Central” Discovery

Tuesday, January 30th, 2007

From Mark Nielson’s “A Bridge Builder: Walter J. Ong at 80″ (America 167.16 (Nov. 21, 1992): 404-406):

The seminal discovery of his long career came nearly 40 years ago. “It happened while I was doing my dissertation research in France,” recalls Ong. “I was reading Rudoph Bultmann, the Protestant theologian, who made reference to the idea that knowing, for the Hebrews, had to do with hearing and sound, while the Greeks thought of knowing as related to seeing. I guess it took me about a day, but suddenly I could see how the whole thing fit together.”

The “whole thing” was how radically thought–not just the ability to express ideas, but the kind of ideas one could think about–was transformed by the arrival of writing and then print. Working in the reserve room of the Bibliothèque Nationale in Paris, Ong saw for the first time that print, and writing before it, located knowledge in space, in words on the page, rather in the temporal world of sound. (404)

What’s in a Name?

Thursday, October 12th, 2006

“The fact that we have no actively used term or concept which includes both literature and oral performance shows that something has been wrong in the way we have been thinking. ‘Skilled, imaginative verbal performance’ will do, but it is not very economical.” — Walter J. Ong, in a letter to the editors of The New Catholic Encyclopedia.

One of three articles Ong wrote for the 1967 The New Catholic Encyclopedia was “Literature, Written Transmission of,” which was to be paired with an article on oral tradition by Albert Lord. In Ong’s files is a letter to the editors of The New Catholic Encyclopedia in which Ong expresses concern over the proposed title of Lord’s piece, which was “Literature, Oral Transmission of.” Ong wrote the letter out of concern that Lord may not have been aware of the planned titles or, and this is my reading between the lines, concern that the editors were going ahead with the plan despite Lord’s objections (Ong addresses the obvious grouping of “Literature, Oral” and “Literature, Written” by suggesting cross-references). (more…)

Verba Volant, Scripta Manent

Wednesday, March 29th, 2006

From “Renaissance Ideas and the American Catholic Mind” (Thought 29.4 (1954): 327-356):

In the ancient world, language had been bound less to writing and thus less to space, but rather to time, for language had there been felt primarily as something uttered, not as something recorded. Verba volant, scripta manent. Spoken words, like time itself, fly. Only when speech is no longer an utterance but the series of marks on a spatial field which we call writing can it endure for more than the moment in which it passes over the lips. The ancient world had, indeed, known writing, but as a subordinate art, committed to scribes rather than to the real rhetorician, and oriented toward oral speech in a way writing is not today. Fro even when one was reading to oneself, one habitually read aloud–a habit which persisted through the Middle Ages. The literary tradition of the ancient world was the rhetorical tradition, and its greatest figures are orators, Isocrates, Demosthenes, Cicero, Quintilian, or at the very least playwrites such as Sophocles and Aeschylus who composed for oral delivery. The historians are relatively minor figures–and, even so, their histories are not what history is today, but a pastiche of speeches attributed to the characters they write about. Poets, as we know, wrote not be read, but to be recited.

Unlike the ancients for whom language flowed with time, the humanists, in binding language to the written record, on the contrary bound language to space. On the one hand, this proves that the humanists were post medieval men, sharing the bias of the scientific mind, its passion for the fixed and permanent, even to the neglect of the living, its preference for sight rather than sound. On the other hand, the approach to language through space was inevitable among those who turned, as humanists did, to the past. For again, verba volant, script manent. The past is never vocal. The present alone has a voice. The past had only a written record. (340-41)

Student Blogs

Sunday, May 1st, 2005

It seems a Montana State University course on oral traditions required students to keep online journals:

Oral Traditions
The Oral Tradition
Oral Traditions
Memories of a Myth-Teller
Responses to Thoughts
Oral Traditions
MLS 337 ORAL TRADITIONS
Oral Traditions
Oral Tradition
Oral Traditions
The Power of Orality
Oral Traditions E-Journal
Story Time
Guy With the Cowboy Hat
I have mystical visions and cosmic vibrations…
E-Traditions of Orality
Oral Traditions Engl 377
Kelly Stoll’s Journal
Oral Traditions
Oral Traditions
MSU English 337
Oral Traditions
opai’s English 337 journal
Original Drivel
Oral Literatures Journal
Oral Traditions
A Journey into the Traditions of Orality
Assigned Journal
Oral Traditions
Waynes ENGL 337 ORAL TRADITIONS Blog
English 337
Oral Traditions Journal

With all this required course work online I’d expect to find an online syllabus as well. If there is one, I can’t seem to find it.

Report from the Ong Conference

Sunday, April 10th, 2005

One of the coolest things I heard during the Ong conference was John Miles Foley’s new Center for eResearch at the University of Missouri-Columbia. Cooler still is Foley’s new project The Pathways Project which “consists of a book-in-progress, Pathways of the Mind: Oral Tradition and the Internet, that will exist at the center of a suite of media including webcasts and podcasts, linked websites, streaming audio and video, blogs, bulletin boards, and an aggregator designed to capture future developments.” The supporting blog, “Oral Tradition and the Internet” is up and running and is most definitely worth checking out.

Collection Finds

Friday, November 26th, 2004

On Tuesday (23 Nov.), I came across Ong’s 3rd edition (1899) of Bright’s Anglo-Saxon Reader. My first graduate class in Old English used the 3rd ed, second corrected printing (1971) with the modern title of Bright’s Old English Grammar & Reader. (I used Mitchell and Robinson’s A Guide to Old English 5th ed. in my undergraduate independent study and in my 2nd quarter OE class at Portland State and in my OE class here at SLU, not that anyone will care). Any way, pasted into the first page of section of Ohtere and Wulfstan’s voyages is a map, complete with Old English names, Ong had adapted from Bosworth’s map in 1854 edition of Alfred’s Orosius. I’ve already talked to John Waide about scanning this and putting it up on the Web site once we begin doing such things. And I plan on including it in the exhibit I’ll be putting together in mid-April.

I also came across Ong’s copy of J.R.R. Tolkien and R.V. Gordon’s Sir Gawain and the Green Knight (still the standard scholarly edition of the poem), which is also heavily annotated. According to Ong’s notes, annotations include notes from Francis P. Magoun, Jr.’s lectures. I never realized Magoun was one of Ong’s professors, and it’s likely Ong also took Old English and Beowulf from Magoun, a fact which I’m looking into.

This Magoun connection is quite fascinating. Not only is Magoun the supposed source for the cartoon character Mr. Magoo, he’s also the first scholar to apply the Parry-Lord approach to Old English poetry with the 1953 publication of “The Oral-Formulaic Character of Anglo-Saxon Narrative Poetry” (Speculum 28: 446-67), which I know because it through this article that I was introduced to oral-formulaic theory and, in turn, Ong’s own work. According to Foley, while Magoun first published the article on oral-formula in OE in 1953 based upon Lord’s recently finished dissertation (which was published as The Singer of Tales in 1960), Magoun was close “to conceiving of an oral tradition of Old English poetry fully twenty-four years before his seminal article of 1953″ with the publication of “Recurring First Elements in Different Nominal Compounds in Beowulf and in the Elder Edda” (Studies in English Philology: A Miscellany in Honor of Frederick Klæber. Ed. Kemp Malone and Martin B. Ruud. Minneapolis: U of Minnesota P, 1929. 73-78).

While it was not oral-formulaic theory itself that sparked Ong’s first insight into the increasing visual turn connected to print culture, and it’s no secret that Ong has relied heavily upon Parry and Lord as early pioneers in the technologizing of the word, I wonder just how much Ong’s own insight while reading Rudol Bultmann in the Bibliothèque nationale would have occurred without the classes from Magoun? Something we’ll never know, obviously. Or it might be more accurate to reflect upon the milieu at Harvard while Ong was there — Milman Parry and Albert Lord working on oral-formulaic theory, Magoun working on it independently and then adapting the Parry-Lord approach, Parry Miller and his knowledge of Ramus…. I mention all of this because when Ong asked McLuhan for advice on Ph.D. programs, McLuhan suggested Ong go to Yale to study under Wimsatt.

Any way, back to Gawain. As I turned over the flyleaf of Ong’s SGGK, I was greeted by the face of the Jolly Green Giant. I unfolded the large ad to find an advert for frozen corn from the 60s or 70s. At the top read “Frozen corn-on-the-cob that tastes like fresh? Shucks, yes!” Beside that, Ong had written “Live even though it’s dead.” I’ve seen the Jolly Green Giant thousands of times. I’ve loved and read and reread and even taught 3 times SGGK, but I’d never made the Jolly Green Giant=Green Man=Green Knight connection before until I turned that page and saw the JGG looking up at me. Ong, I’m told (and can see), was quite open to popular culture and made such connections all the time.

Near the end of the day, I took a break and peeked into the back recesses of some of the smaller filing cabinets and found:

  • An envelope of 20+ library cards from North American and European libraries (I didn’t work through them systematically so it’s possible there are card from other parts of the world as well).
  • 5 or 6 passports (again, I didn’t look at them systematically, but I’m assuming it’s all the passports Ong had over the years).
  • A pocket sized journal which Ong had titled “Route Book showing travels in the course of work in Europe March 1950-Nov. 1953: A record of places visited and of little else.” I spent a few minutes flipping through it and It’s pretty much what it claims to be, though it often mentions how he got from place to place and makes note of where he said Mass.

And, finally, I opened up what I thought was a box of books and found a number of files. Mostly it’s drafts of and letters concerning Dennis L. Weeks and Jane Hoogestraat’s Time, Memory, and the Verbal Arts: Essays on the Thought of Walter Ong and Bruce E. Gronbeck, Thomas J. Farrell, Paul A. Soukup’s Media, Consciousness, And Culture : Explorations Of Walter Ong’s Thought, but there’s some work by Ong as well. I really didn’t get time to look at them, but there was at least one folder labeled “inactive” and one folder labeled “doubtful but not inactive.” In the “doubtful” folder was a series of lecture note cards from the 1950s and 60s, a two-page annotated list of possible chapters, and some other publications (not Ong’s) for, I’m assuming, notes. The possible chapters pages were titled “The Apostolate of Discovery: The American Catholic Intellectual.” I’m sure this will be more fodder for the idea I’ve been detailing here and there in this blog which I’d already begun calling “Ong’s Theology of Discovery.”

While Ong annotated extensively, he didn’t annotate everything, and it’s days like this that make up for the drudgery that scanning page after page of annotated text can be.

Ong the Auditory-Visual Shift

Friday, August 13th, 2004

One of the major misreadings of Ong’s work, I think, is the belief that he believes something just magically happened, that somehow a switch in the human brain was flipped from “oral” to “literate.” The fact that much of Ong’s theories rely upon an auditory-visual shift which is itself tied to conceptions of space. Even this isn’t a complete picture as I haven’t referred to presence and a number of other things. Any way, I found the following passage interesting, not because any of it is new to me but because of how it works as a synopsis. It’s from “From Allegory to Diagram in the Renaissance Mind: A Study of the Significance of the Allegorical Tableau.” The Journal of Aesthetics and Art Criticism 17.4 (1959): 423-440.

Printing itself is a kind of captial phenomenon in the concentration of thought on spatial forms. With the invention of printing from movable type made from matrices struck with a punch–the essence of fifteenth-century typographical developments–meaning was committed to space or ’stored’ in space in a more definitive way than ever before . Picture writing had been the initial commitment of the word to space. The alphabet had gone further, breaking down the word, a denizen of the world of sound, into spatially discrete parts. But in a manuscript culture these parts or letters had had to be ‘manufactured’ by a scribe as they were used. They pre-existed only in his imagination. With the invention of printing from movable type, the parts or letters, and even the parts from which the letters are made (matrices and punches), are prefabricated. As maneuverable parts, the printing types are actually stored in space, in little compartments in a case, from which they are moved onto a composing stick, thence onto a stone, and finally onto a press, where multiplication is effected by mere local motion bringing paper into contact under pressure with the printing form.

Moreover, the books which finally evolve from this process are quite different from manuscript codices with regard to the relationships of the words or ‘contents’ (this spatial notion of ‘contents’ actually comes into currency only after printing is developed). Now, for the first time, a schoolmaster can say to his class, ‘Everyone turn to page 7, and in line 4 from the top of the page look at the third word from the left.’ For every book in the class will have the words locked into position in exactly the same place on each page–a condition which did not obtain in a manuscript culture, where the same words were found on quite different pages and in quite different positions on the page in the various manuscript copies of a work, so that the auditory memory and not the visual tended to be the primary operative tool. But with typography, the ability to find and deal with some bit of knowledge tends to be more an operation in space than in oral mnemonics. The bright student is now rather more likely to be visile rather than audile. (435-36)

To further illustrate the importance of auditory-visual shift and spatial understanding, here’s a passage from “Ramus and the Transit to the Modern Mind,” originally published in Modern Schoolman 32.4 (1955): 301-11, and quoted here from An Ong Reader, 229-238.

The study of Ramism makes it evident that to understand the history of method we have to abandon our own favorite lines of explanation and get back to the issues as they really existed. The basic issue was not the struggle between inductive and deductive method, for there never was any serious or concerted opposition to inductive method but, if anything, too much respect for it–philosophers commonly took it for granted that induction was essential groundwork and therefore that it was easy to do and needed no special attention. The basic issue was the struggle between sound and sight, between habits of thinking based on listening to voices and habits of thinking based on looking at surfaces, between living in a world inhabited by persons who talk back and living in a world occupied by passive objects scattered in ’systems’ through the new Copernican space. The real obstacle in the way of fuller inductive development was not deduction but the voice and person of the teacher, who kept talking all through the scholastic centuries. The way in which teaching actually blocked observation in dissection as practiced in medical lectures has been shown by Herbert Butterfield [The Origins of Modern Science. London: G. Bell and Sons, 1950] (32-33). This situation is symptomatic of the whole state of mind at the time. But this same teacher proved all-important, nevertheless, in paving the way for a more inductive approach, since his incessant talking helped reduce the dialogue of dialectic to a monologue and thus was a preparation for the more complete elimination of personal components in the scientific situation in favor of an ‘objective’ apersonal approach. (236)

and

This drive toward the spatial, this reinforcement of the visile component of cognition, is a drive toward the construction of the observational, depersonalized collection of objects in terms of which we picture the world today, because it is a drive to think of things as surfaces, objects, rather than as symbols or as persons with voices. But the drive in Ramus’ case is completely blind: he has no noteworthy expressed partiality for an observational approach at all. What he wants is ‘arts,’ something to know that is clear, distinct, set down once and for all in a book, and in the last analysis, picturable–the visile Ramus is the forerunner of the visile Descartes here. At this point, the way is prepared for ’subjectivity’ by the death of the element of dialogue in dialectic. The two-part Socratic personal interchange is gone, and even the monologue of the teacher is gone–in other words, persons and voice are gone. An art is now a ‘thing,’ not a possession of the mind but something with surface, like the rest of the coming Newtonian mind. (237)

Ong on the Oral - Visual Shift

Tuesday, August 10th, 2004

More passages from selected readings. This from “An Interview with Walter J. Ong, Conducted by George Riemer” in An Ong Reader: Challenges for Further Inquiry:

I realized that though intellectual knowledge has likenesses to all the senses, the Greeks were thinking of it more by analogy with seeing, whereas the Hebrews thought of it more as if it were hearing. We typically think of knowledge like the Greeks. The Greek word idea has the same root as video in Latin meaning I see. We say “I see” to mean “I understand.” We speak of ideas as images and viewponts. We describe them as clear, brilliant, and dazzling. Our language is shot through with figures, which “show” our visual bias. We’re so immersed in it that we don’t realize it’s a bias–You know, like everything’s wet if you grow up like a fish [....]

I wasn’t aware of how visualistic my own thinking was until I “saw” how the Hebrews regarded knowledge and I “discovered” they were doing something different. Since the Hebrews thought of knowing more by analogy with hearing, learning tended to mean listening to someone. They thought even of things as speaking, not only as showing themselves, but as declaring themselves.

Yadha’ in Hebrew means to know in the sense of to know your way around. It is something that has to do with the human lifeworld and human behavior.

Knowing for the Greek means to be able to explain. It means to analyze, to take apart, to show the different pieces of. It’s a very abstract knowledge. Our Greek visualist bias shows when we try to provide a rational explanation for everything. This can’t always be had, and the attempt to set it up becomes more and more suspect the closer we get to the source of life. There is a kind of wisdom you cultivate in not being excessively rational. 80-81